Indicators of obesity and the educational attainment of the Czech female population

The aim of this paper was to evaluate the relationship between selected indicators of obesity and the highest completed level of education in the adult female population of the Czech republic. As basic indicators of obesity, these following parameters were selected and measured via the bioimpedance method on the device InBody 720: BMI, WHR (waist-to-hip ratio), % body fat, % skeletal muscle mass, fitness score. The educational attainment of the tested women was inquired by a questionnaire. Based on the responses, we subsequently divided our sample into four categories according to the level of education: primary education, secondary education-apprenticeship, secondary education-graduate diploma, and university. The research was realized within the project CZ.1.07/2.3.00/20.0044. The measurements on the device InBody 720 and the accompanying survey were conducted between 2011-2013 in different regions of the Czech Republic. The sample consisted of 754 women divided into 3 age groups (18-39, 40-59, 60+ years). Based on the results (p<0.05), we can say that average values of the indicators obesity (BMI: 22.76, 24.88, 26.49 kg/m2, WHR: 0.85, 0.88, 0.90 and % body fat: 25.76, 30.23, 34.62%) increase with the increasing age of examined women. The average values of the fitness score (75.53, 73.86, 70.04 points) and % skeletal muscle mass (40.78, 38.15, 33.95%) decrease with increasing age. With regard to the educational attainment, women with secondary education-apprenticeship achieved the worst results. In contrast, the values in university educated women were the best in most indicators of obesity.

Understanding the CO Preoxidation and the Intrinsic Catalytic Activity of Step Sites in Stepped Pt Surfaces in Acidic Medium

In order to deepen the knowledge about the origin of the CO preoxidation process and the intrinsic catalytic activity of Pt superficial steps toward CO oxidation, a series of CO stripping experiments were performed on stepped Pt electrodes in acidic medium. For the occurrence of CO preoxidation, it was found that it arises (reproducibly) whenever four interconnected conditions are simultaneously fulfilled: (1) CO adsorption at potentials lower than about 0.2 V; (2) on surfaces saturated with COads; (3) in the presence of traces of CO in solution; (4) in the presence of surface steps. If any of these four conditions is not satisfied, the CO preoxidation pathway does not appear, even though the steps on the electrode surface are completely covered by CO. By controlling the removal of the CO adlayer (voltammetrically), we show that once the CO adlayer has been partially oxidized, the (111) terrace sites of stepped surfaces are released earlier than the (110) step sites. Moreover, if (110) steps are selectively decorated with CO, its oxidation occurs only at potentials ∼150 mV higher than the CO preoxidation peak. Our results systematically demonstrate that step sites are less active to oxidize CO than those ones responsible for the CO preoxidation process. Once the sites responsible for the CO preoxidation are made free, there is no apparent motion of the remaining adsorbed CO layer, suggesting that the activation of the surface controls the whole process, rather than the diffusion of COads toward hypothetically “most active sites”. Voltammetric and chronoamperometric experiments performed on partially covered CO adlayers suggest that adsorbed CO behave as a motionless species during its oxidation, in which the CO adlayer is removed piece by piece. By means of in situ FTIR experiments, the stretching frequency of CO selectively adsorbed on (110) step sites was examined. Band frequency results confirm that those molecules adsorbed on steps are fully coupled with the adsorbed CO on (111) terraces when the surface reaches full coverage.

Attitudes towards disability in education through the SSCI (2000-2011): a topical and bibliometric analysis

Introduction. The purpose of this study is to describe and characterize the international sci-entific output relating to “attitudes towards disability in education”, using a battery of bibliometric indicators that make it possible to analyze and monitor international scientific activity. Method. This ex post facto retrospective study analyzed 925 papers published in the Social Sciences Citation Index (SSCI) database during the period 2000-2011. Results. The number of publications increased steadily between 2006 and 2010. The results reported here include the most productive authors, the journals that deal with this topic, and the articles cited most often. An analysis of research types showed a tendency toward empiri-cal studies. A total of 18 categories were identified when considering article content, and the distribution of the research studies across stages of education was found to be uneven. Discussion and Conclusion. The results reveal a topic that is highly current in today’s scien-tific community, and offer us a view of the traits that have characterized research on "attitudes towards disability in education" for the last eleven years.

Knowledge spirals, situational leadership and informal learning applied on b-learning methodology

The methodology “b-learning” is a new teaching scenario and it requires the creation, adaptation and application of new learning tools searching the assimilation of new collaborative competences. In this context, it is well known the knowledge spirals, the situational leadership and the informal learning. The knowledge spirals is a basic concept of the knowledge procedure and they are based on that the knowledge increases when a cycle of 4 phases is repeated successively.1) The knowledge is created (for instance, to have an idea); 2) The knowledge is decoded into a format to be easily transmitted; 3) The knowledge is modified to be easily comprehensive and it is used; 4) New knowledge is created. This new knowledge improves the previous one (step 1). Each cycle shows a step of a spiral staircase: by going up the staircase, more knowledge is created. On the other hand, the situational leadership is based on that each person has a maturity degree to develop a specific task and this maturity increases with the experience. Therefore, the teacher (leader) has to adapt the teaching style to the student (subordinate) requirements and in this way, the professional and personal development of the student will increase quickly by improving the results and satisfaction. This educational strategy, finally combined with the informal learning, and in particular the zone of proximal development, and using a learning content management system own in our University, gets a successful and well-evaluated learning activity in Master subjects focused on the collaborative activity of preparation and oral exhibition of short and specific topics affine to these subjects. Therefore, the teacher has a relevant and consultant role of the selected topic and his function is to guide and supervise the work, incorporating many times the previous works done in other courses, as a research tutor or more experienced student. Then, in this work, we show the academic results, grade of interactivity developed in these collaborative tasks, statistics and the satisfaction grade shown by our post-graduate students.

Assessment of University External Internships. Towards a Mixed Model for Measuring the Acquisition of Skills and the Satisfaction of Parties Involved

The continuous improvement of management and assessment processes for curricular external internships has led a group of university teachers specialised in this area to develop a mixed model of measurement that combines the verification of skill acquisition by those students choosing external internships with the satisfaction of the parties involved in that process. They included academics, educational tutors of companies and organisations and administration and services personnel in the latter category. The experience, developed within University of Alicante, has been carried out in the degrees of Business Administration and Management, Business Studies, Economics, Advertising and Public Relations, Sociology and Social Work, all part of the Faculty of Economics and Business. By designing and managing closed standardised interviews and other research tools, validated outside the centre, a system of continuous improvement and quality assurance has been created, clearly contributing to the gradual increase in the number of students with internships in this Faculty, as well as to the improvement in satisfaction, efficiency and efficacy indicators at a global level. As this experience of educational innovation has shown, the acquisition of curricular knowledge, skills, abilities and competences by the students is directly correlated with the satisfaction of those parties involved in a process that takes the student beyond the physical borders of a university campus. Ensuring the latter is a task made easier by the implementation of a mixed assessment method, combining continuous and final assessment, and characterised by its rigorousness and simple management. This report presents that model, subject in turn to a persistent and continuous control, a model all parties involved in the external internships are taking part of. Its short-term results imply an increase, estimated at 15% for the last course, in the number of students choosing curricular internships and, for the medium and long-term, a major interweaving between the academic world and its social and productive environment, both in the business and institutional areas. The potentiality of this assessment model does not lie only in the quality of its measurement tools, but also in the effects from its use in the various groups and in the actions that are carried out as a result of its implementation and which, without any doubt and as it is shown below, are the real guarantee of a continuous improvement.

MOOCs, Open educational resources and social networking: bridging the gap between informal and formal learning

MOOCs and open educational resources (OER) provide a wealth of learning opportunities for people around the globe, many of whom have no access to formal higher education. OER are often difficult to locate and are accessed on their own without support from or dialogue with subject experts and peers. This paper looks at whether it is possible to develop effective learning communities around OER and whether these communities can emerge spontaneously and in a self-organised way without moderation. It examines the complex interplay between formal and informal learning, and examines whether MOOCs are the answer to providing effective interaction and dialogue for those wishing to study at university level for free on the Internet.